Rent 9781412988902 | Curriculum Theory : Conflicting Visions and Enduring Concerns

Summary Table of Contents

The Second Edition of Curriculum Theory: Conflicting Visions and Enduring Concerns by Michael Stephen Schiro presents a clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century. The author analyzes four educational visions-Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction-to enable readers to reflect on their own educational beliefs and more productively interact with educators who might hold different beliefs.

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Preface	p. xv
Acknowledgments	p. xxi
Introduction to the Curriculum Ideologies	p. 1
Your Beliefs About Curriculum	p. 4
The Curriculum Ideologies	p. 4
The Scholar Academic Ideology	p. 4
The Social Efficiency Ideology	p. 5
The Learner Centered Ideology	p. 5
The Social Reconstruction Ideology	p. 6
Historical Per... MOREspective on the Ideologies	p. 7
Curriculum Workers	p. 7
The Nature of the Curriculum Ideologies	p. 8
Scholar Academic Ideology	p. 15
Scholar Academic Curricula	p. 15
UICSM and SMSG School Mathematics	p. 16
Man: A Course of Study	p. 17
Curriculum and the Disciplines	p. 19
Initiation Into the Disciplines	p. 20
Grounding Curriculum in a Discipline	p. 21
Drawing Upon the Discipline's Knowledge	p. 21
Priorities	p. 23
Disciplines, Intellect, Knowledge: An Assumed Equivalence	p. 24
Education as an Extension of Disciplines, Intellect, Knowledge	p. 25
Disciplines, Intellect, Knowledge: Global Considerations	p. 25
Disciplines, Intellect, Knowledge: Local Considerations	p. 26
The Academic Disciplines	p. 27
The Discipline as a Community	p. 27
The Discipline as a Hierarchical Community	p. 27
The Learning ↔ Teaching Dynamic of the Discipline	p. 29
The Educative Process Within the Academic Community	p. 29
Curriculum Issues	p. 30
Classification and Selection of Disciplines	p. 30
Curriculum as a Reflection of the Discipline	p. 32
Curriculum Improvement	p. 34
Historical Context	p. 35
Aims	p. 42
Knowledge	p. 43
The Nature of Knowledge	p. 43
The Form of Knowledge	p. 43
The Origin of Curriculum Knowledge	p. 44
Knowledge and Objective Reality	p. 44
The Child	p. 45
The Child as Mind	p. 45
The Child as Memory and Reason	p. 45
The Incomplete Child	p. 45
Learning	p. 46
The Learning ↔ Teaching Dynamic	p. 46
Direction Within the Learning ↔ Teaching Dynamic	p. 46
Transmitting and Receiving Agents of the Learning ↔ Teaching Dynamic	p. 46
Learning Theory as Reflection of the Discipline	p. 47
Lack of Concern With Formal Learning Theory	p. 47
Many Theories of Learning	p. 47
Learning to Parallel Inquiry	p. 47
Readiness	p. 48
Teaching	p. 48
Teachers as Members of a Discipline	p. 48
Teachers as Transmitters, Mediators, or Translators	p. 49
Teaching Methods	p. 50
Evaluation	p. 52
Student Evaluation	p. 53
Curriculum Evaluation	p. 53
Concluding Perspective	p. 54
Social Efficiency Ideology	p. 57
A Scientific Technique of Curriculum Making	p. 57
Programmed Curriculum and the Behavioral Engineer	p. 60
Programmed Curriculum	p. 61
Behavioral Engineering	p. 63
The Analogy	p. 65
Objectives and Standards	p. 66
Education	p. 67
Scientific Instrumentalism	p. 68
Social Orientation	p. 68
Society	p. 68
People in Society	p. 68
Educating People to Live in Society	p. 69
Education for a Better Society	p. 70
Objectives	p. 71
The Form of Objectives	p. 71
Gathering Terminal Objectives	p. 73
Acquiring Progressive Objectives	p. 73
Atomism	p. 75
Objective Reality	p. 75
Causality	p. 76
Ends, Means, and Instrumental Values	p. 77
Historical Context	p. 78
Social Reform	p. 78
Utilitarian Education	p. 79
Behavioral Psychology	p. 80
Scientific Methodology	p. 80
A Century of Forgetting	p. 81
Accountability Movement: From Educational to Administrative and Political Initiatives	p. 82
Aims	p. 84
Knowledge	p. 84
The Nature of Knowledge	p. 84
Knowledge and Objective Reality	p. 86
Learning	p. 87
A Behavioral Viewpoint	p. 88
Assumptions About Learning	p. 89
Readiness	p. 90
The Child	p. 91
Lack of Concern	p. 91
The Child as a Worker	p. 92
Individualized Programmed Instruction	p. 92
Teaching	p. 92
Role of the Teacher	p. 92
Consequences	p. 93
Evaluation	p. 94
Reasons for Evaluation	p. 94
The Nature of Evaluation	p. 96
Objectivity and Atomization	p. 96
Appropriateness of Evaluation	p. 96
Concluding Perspective	p. 97
Learner Centered Ideology	p. 99
Ideal Schools	p. 99
Ideal Schools for All Learners	p. 100
A Learner Centered Curriculum	p. 101
The Ideal School	p. 104
The Learner-Centered School	p. 105
The Activity School	p. 106
The Organic School	p. 110
The Integrated School	p. 112
Learners	p. 114
The Learner as Central Focus	p. 114
The Nature of the Learner	p. 115
The Growing Individual	p. 116
The Learner in the Present Tense	p. 116
Learning	p. 116
Developmental Viewpoint	p. 116
Learning Theory	p. 118
Learning Leads to Knowledge	p. 118
Teaching and Learning in Instructional Environments	p. 119
The Person in an Environment	p. 119
The Learning Environment	p. 120
Structure of the Learning Environment	p. 121
Teaching	p. 123
Freedom, Individualism, and Shared Responsibility	p. 124
The Curriculum: Unit of Work Versus School Subject	p. 126
Scope	p. 126
Sequence	p. 127
Flexibility	p. 127
Concern for the Whole Person	p. 127
Movement From the Concrete to the Abstract	p. 127
Responsibility	p. 128
Historical Context	p. 128
Aims	p. 132
The Child	p. 133
The Child as an Integrated Person	p. 133
The Child as a Meaning-Making Organism	p. 133
The Child's Subjective Being	p. 134
Learning	p. 134
Learning as Natural	p. 134
The Mechanics of Learning	p. 135
Stages of Learning	p. 136
Teaching	p. 137
The Teacher as Diagnostician	p. 137
The Teacher as Provider of the Environment for Learning	p. 138
The Teacher as Facilitator of Learning	p. 139
Characteristics of the Teacher	p. 140
Knowledge	p. 140
Personal Meaning and Knowledge Construction	p. 140
Knowledge and Experience	p. 142
Knowledge as a Derivative Concept	p. 143
Knowledge and Reality	p. 144
Evaluation	p. 144
Assessment for Growth	p. 144
Standardized Objective Testing	p. 145
Grading	p. 146
Student Evaluation	p. 146
Curriculum Evaluation	p. 148
Concluding Perspective	p. 148
Social Reconstruction Ideology	p. 151
Highlander	p. 153
Sixth-Grade Social Reconstruction Mathematics	p. 155
Projects	p. 156
Instructional Procedures	p. 156
Start Where Students Are	p. 156
Personal Experience	p. 157
Intense Discussion	p. 158
Follow-Up	p. 158
Vision and Social Action	p. 159
Academics	p. 160
Society and Reconstruction	p. 161
Social Perspective	p. 161
Deep Social Structures	p. 162
The Individual in Society	p. 163
Society, Change, and Crisis	p. 163
Reconstruction and Vision	p. 163
Social Dynamics	p. 166
Reconstruction Through Education	p. 167
The School as the Institution of Change	p. 167
Education as a Social Process	p. 168
Educational Methods: Group Discussion and Experience	p. 168
Education and Language	p. 169
Education and Social Change	p. 170
Civic Responsibility	p. 170
Education and Politics	p. 170
Education and Socialization	p. 171
Historical Context	p. 173
Aims	p. 176
The Child	p. 176
Children as Social Agents	p. 176
Children as Meaning Makers	p. 177
Children in Society	p. 179
Learning	p. 179
Meaning Making	p. 180
Meaning Structure	p. 180
The Nature of Learning	p. 181
Teaching	p. 182
The Discussion Method	p. 183
The Experience Method	p. 185
The Teacher as Colleague	p. 187
Characteristics of Teaching	p. 187
Characteristics of Teachers	p. 187
Knowledge	p. 188
The Social Construction of Knowledge	p. 188
Knowledge and Value	p. 189
Knowledge and Reality	p. 189
The Creation of Knowledge	p. 190
Characteristics of Knowledge	p. 192
Evaluation	p. 192
Student and Curriculum Evaluation	p. 192
Perspective on Increased Student Testing	p. 193
Concluding Perspective	p. 196
A Comparative Overview of the Curriculum Ideologies	p. 199
Comparative Summary	p. 199
Aims Play	p. 200
Aims Comparison	p. 204
Knowledge Play	p. 205
Knowledge Comparison	p. 211
Learning Play	p. 215
Learning Comparison	p. 220
The Child Play	p. 222
The Child Comparison	p. 225
Teaching Play	p. 228
Teaching Comparison	p. 232
Evaluation Play	p. 234
Evaluation Comparison	p. 238
Other Parameters	p. 241
Freedom	p. 241
Time	p. 241
Social Improvement	p. 241
Multicultural Education	p. 241
Teacher Education	p. 244
Concluding Perspective	p. 244
Individual Perspectives on the Curriculum Ideologies	p. 247
Curriculum Life Histories	p. 248
Can People Believe in More Than One Ideology?	p. 255
More Than One Ideology	p. 255
Posture Toward Different Ideologies	p. 256
Why Do Educators Change Ideologies?	p. 258
Concluding Perspective	p. 260
Appendix: Curriculum Ideologies Inventory	p. 263
References	p. 269
Index	p. 279
About the Author	p. 297
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